Sample Scope and Sequence Chart - ND Curriculum Initiative

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North Dakota Collaboration for Excellence Series Handbook 3: Evaluating the Curriculum This handbook is one of a series published for the project Collaboration for Excellence: The North Dakota Curriculum Project. The publication is free to public school educators in North Dakota, who may make copies without permission. These handbooks represent a team product. A major contributor was Ann Clapper, who was previously Director of the Office of Curriculum Leadership and Improvement. Numerous educators in North Dakota reviewed all these materials and made valuable suggestions. Especially helpful were the following North Dakota educators: Janet Edlund, Dakota Prairie High School; Cheryl Kuhas, North Dakota Department of Public Instruction; Karen Nelson, Hettinger; Sandra Willprecht, Forman. Allan A. Glatthorn, Distinguished Research Professor at East Carolina University, served as consultant to the project. It should be emphasized that the processes suggested here should be seen only as recommendations, not mandates. The authors value the ability of North Dakota educators to develop their own processes that reflect the needs and resources of their schools. North Dakota Department of Public Instruction - 8/1/00 2
North Dakota Collaboration for Excellence Series Handbook 3: Evaluating the Curriculum 1. UNDERSTANDING THE TYPES OF CURRICULA Curriculum evaluation is a central component of a comprehensive curriculum project. However, it is not a single process; instead, as explained below, the process varies with the type of curriculum. Reviewing the Types of Curricula Nine types of curricula can be identified: ! Hidden—what students learn from the school’s values and policies ! Excluded—the curriculum content that has been omitted ! Recommended—the content recommended by experts ! Written—the curriculum as it appears in state and school system documents ! Taught—what teachers actually teach ! Learned—what students learn ! Supported—the curriculum as it appears in texts and software ! Tested—the curriculum as it appears in tests and other performance measures ! Managed—the curriculum as it is administered (identified through a district audit) This handbook focuses on the evaluation of five of these types: the written, taught, supported, tested, and learned. Handbook 4 explains how to evaluate the managed curriculum with a curriculum audit. Planning for a Comprehensive Evaluation The Subject Area Committee (SAC) should propose a curriculum evaluation design to the Curriculum Planning Council for their review. A sample of one design is shown in Display 3-1. Part of the design has been completed, as an example of what should be included. The information in Display 3-1 should not be construed to mean that all five of these curricula types must be completed with every curriculum project. The comprehensiveness of the design will depend on the resources available and the needs of the school system. If it is decided to omit one or more of the evaluations, the task force and the council should determine the district’s priority needs. In general, most school systems will find that the top priority should be given to the learned, the taught, and the written. North Dakota Department of Public Instruction - 8/1/00 3
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Sample Scope and Sequence Chart - ND Curriculum Initiative

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